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Miniprojetos interculturais na aula de matemática : quatro estudos de caso
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Orientador(es)
Resumo(s)
Este estudo procura compreender como foram concebidos e concretizados quatro
miniprojetos, realizados em aulas de Matemática do 3.º ciclo de ensino básico,
nomeadamente o seu processo de realização, a perspetiva dos alunos relativamente à
experiência vivida e a influência que esta atividade teve no desenvolvimento profissional
das professoras de Matemática envolvidas. O quadro teórico aborda: (1) a Matemática
no ensino básico, contemplando o currículo, as conceções dos alunos relativamente
à Matemática e as tarefas realizadas na aula; (2) cultura e educação, abrangendo a educação
intercultural; (3) o conceito de projeto, a sua conceção educativa e pedagógica; e
(4) desenvolvimento profissional do professor. O estudo segue uma abordagem interpretativa,
segundo um design de estudo de caso, sendo cada caso constituído por um
miniprojeto realizado por uma turma, uma professora de Matemática e, em três situações,
por uma professora adicional. A recolha de dados provém sobretudo de entrevistas
às professoras de Matemática e de documentos de natureza diversificada. O estudo mostra
que a integração dos miniprojetos no processo de ensino-aprendizagem não foi
igualmente conseguida nos diversos casos. Conclui-se também que, apesar da forte adesão
dos alunos e da sua satisfação, as aprendizagens matemáticas foram reduzidas em
relação às expetativas. A falta de exploração matemática em diversos casos condicionou
significativamente a riqueza destes miniprojetos. Apenas um caso foi melhor conseguido,
dada a abordagem do tópico Proporcionalidade direta e Funções realizada a partir da
experiência vivida pelos alunos. Em termos de desenvolvimento profissional, as professoras
apontam a realização de diversas aprendizagens, nomeadamente em relação à
importância da adequação e coerência de um projeto educativo à aprendizagem dos alunos,
às suas características e necessidades. Também reconhecem que o contexto em que
são propostas atividades desta natureza e a colaboração de outros professores constituem
elementos a ter em consideração e que influenciam a qualidade do trabalho realizado.
This study aims to understand how four mini-projects were planed and carried out in mathematics classes of 3rd cycle of basic education, namely their process of development, students’ perspectives about this experience, and the influence of this activity on teachers’ professional development. The theoretical framework addresses: (1) mathematics on basic education, including curriculum, students’ conceptions related to mathematics and tasks carried out in the classroom; (2) culture and education, including intercultural education; (3) the concept of project, underling its educative and pedagogic conceptions; and (4) teachers’ professional development. This study has a case study design and follows an interpretative approach. Each case consists of a mini-project, carried out by a class, a mathematics teacher, and, in three cases, by another teacher. Data is collected from interviews with the four mathematics teachers participating on the mini-projects and from several documents. The study shows that the integration of the mini-projects in the teaching-learning process was different in each case. It also leads to conclude that, although there was a strong involvement of students and enjoyment related to the mini-project, mathematical learning was less than expected. In three cases, the lack of further mathematical exploration conditioned the richness of these miniprojects in a significant way. One case was more successful, as the approach of the topic of direct proportion and functions was done from the students’ experience. In terms of professional development, the teachers recognize that they experienced learning in several areas, namely about the relevance of the adequacy and coherence of any educative project to students’ learning, their characteristics and needs. They also acknowledge that the context in which these tasks are proposed and the collaboration of other teachers are also important elements to consider that influence the achieved quality of work.
This study aims to understand how four mini-projects were planed and carried out in mathematics classes of 3rd cycle of basic education, namely their process of development, students’ perspectives about this experience, and the influence of this activity on teachers’ professional development. The theoretical framework addresses: (1) mathematics on basic education, including curriculum, students’ conceptions related to mathematics and tasks carried out in the classroom; (2) culture and education, including intercultural education; (3) the concept of project, underling its educative and pedagogic conceptions; and (4) teachers’ professional development. This study has a case study design and follows an interpretative approach. Each case consists of a mini-project, carried out by a class, a mathematics teacher, and, in three cases, by another teacher. Data is collected from interviews with the four mathematics teachers participating on the mini-projects and from several documents. The study shows that the integration of the mini-projects in the teaching-learning process was different in each case. It also leads to conclude that, although there was a strong involvement of students and enjoyment related to the mini-project, mathematical learning was less than expected. In three cases, the lack of further mathematical exploration conditioned the richness of these miniprojects in a significant way. One case was more successful, as the approach of the topic of direct proportion and functions was done from the students’ experience. In terms of professional development, the teachers recognize that they experienced learning in several areas, namely about the relevance of the adequacy and coherence of any educative project to students’ learning, their characteristics and needs. They also acknowledge that the context in which these tasks are proposed and the collaboration of other teachers are also important elements to consider that influence the achieved quality of work.
Descrição
Tese de doutoramento, Educação (Didática da Matemática), Universidade de Lisboa, Instituto de Educação, 2014
Palavras-chave
Teses de doutoramento - 2014